Reported is a project for 38 teachers, enrolled in a graduate school reading course, who participated in a Title I summer reading program for 313 low achieving ghetto students. The teacher-graduate students served as tutors four days per week and attended college sessions on the fifth day. These sessions were devoted to instruction in the use of standard reading diagnostic tests, discussion and demonstration of various tutorial teaching procedures and strategies, and analysis and interpretation of some case studies from a text for reading teachers. The document describes a variety of remediation procedures used by the tutors and presents some "impressionistic" evaluations of the project's effectiveness. Responses of tutors and tutees to questionnaires about the program are included. (NH)

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